Special Education

Candidates in this course prepare to use valid assessment techniques for screening, placement, programming for, and monitoring progress of individuals with diverse learning needs and disabilities. Emphasis is placed on how to assess for IEP eligibility while minimizing bias. Through collaborative effort, candidates develop IEPs that are meaningful, accessible to the family, and exemplary in terms of instructional, legal, and ethical standards. Fall, Spring

SPED 190: Professional Partnerships: Special Education Law & Ethics for Collaboration with Families, Schools, & Agencies (3 cr hrs) Candidates examine SPED legislation & relevant case law to develop a foundational knowledge of legal & ethical principles for collaboration as related to the IEP and other legally binding documents. Candidates will interpret & apply legal constructs to understand & develop appreciation for the role of families, schools, community agencies & individuals with disabilities in the process of developing, delivering, monitoring, and evaluating effective SPED services. Fall/Spring

Candidates apply knowledge of how their behaviors as teachers, the environment and disabilities influence the behaviors of all students including those with disabilities. They develop and deliver effective instruction using behavioral principles within a framework of positive behavioral interventions and supports, and functional behavior assessments. They create and modify behavioral intervention plans to help students whose behaviors may interfere with the learning process. Fall, Spring

Candidates evaluate the varied characteristics and communication skills of students with extensive support needs such as health care, self-care, community-living, and self-advocacy. They focus on how these support needs affect performance at school. They understand how to apply various definitions of intelligence, disability, and communication. They adopt an inclusive philosophy that promotes self-determination. Fall, Spring

This course is designed to prepare candidates to develop individualized plans for students with learning exceptionalities. Candidates will learn to adjust goals and teaching strategies to help students with exceptionalities succeed in the regular classroom. Fall, Spring

An in-depth study of individual teaching styles and learning styles. The course is designed to align appropriate teaching styles to diverse learning styles. Clinical field experience in an exceptional needs setting required. Fall, Spring.

Candidates plan, implement, and evaluate instructional practices, curricula, and methods of supporting learners with severe or multiple disabilities. They examine community-based, educational, recreational, work, and living options and supports. They use task analysis to functionally assess curricular and IEP goals and individualize instruction for all learners. Clinical field experience in an exceptional needs setting required. Fall, Spring

Candidates evaluate the varied characteristics and communication skills of students with high incidence disabilities, including learning disabilities, emotional and behavioral disabilities and mild or moderate intellectual disabilities. They focus on how these support needs affect performance at school. They understand how to apply various strategies of accommodations and curricular modifications to meet individualized learning needs. They adopt an inclusive philosophy that promotes self-determination. Clinical field experience in an exceptional needs setting required. Fall, Spring. 

Candidates in this course learn collaborative team-work with speech/language pathologists and other professionals in addressing literacy, communication, and language development of children with special needs. They learn to collaborate and consult with professionals in order to evaluate students' needs, contribute to IEP preparation and provide exemplary instruction. Fall, Spring

Candidates ensure that students have access to grade level instruction with appropriate accommodations in general education curriculum and/or state standards. Candidates design instruction to maximize learner response and participation using principles of Universal Design for Learning. They also ensure that assistive technology provides access to valuable skills, opportunities, and relationships within the school. They adapt their methods of communication to include individuals who access alternative or augmentative communication (AAC). They also implement communicative, instructional, and social platforms for students afforded by recent technology. Fall, Spring

Candidates, in compliance with IDEA transition assessment requirements, will identify transition assessments and programs suitable for individuals with varying characteristics, skills, and aptitudes. They will accurately interpret assessment results in order to develop appropriate, individualized postsecondary goals. Candidates will develop strategies to report results to students, families, and other team members and work collaboratively to plan for students' self-determination, skill development, and identification of supports and services. Candidates work directly with a student to plan and conduct a portion of a transition assessment. Fall, Spring

Candidates will familiarize themselves with sources of contemporary research and practice in special education. They will conduct a literature review pertaining to a contemporary issue in special education. Based on the results of the review, candidates will provide recommendations for improving special education practice. Candidates will learn how to present the results of their research to colleagues in the field. Fall, Spring